Teacher Perceptions in Non-Diverse School Populations Surrounding Multicultural Literature

The research question that guided this study examined teacher perceptions surrounding the use of multicultural literature in non-diverse schools and the result of using multicultural literature within a non-diverse classroom setting. The claim made in this study sought out teacher’s awareness pertaining to multicultural literature, the authentic use of multicultural use in the classroom, and student response to multicultural education. Data was collected through a teacher questionnaire, a text study, and a student discussion group. The findings in this study supported the use of multicultural literature to promote learning, but discovered that the teacher dedication within the non-diverse setting towards multicultural literature was infrequent. These findings implied the important recognition for acceptance, awareness, and authenticity in multicultural education